Goals and objectives
Goal: The students will learn about uprisings in Poland, Hungary and Czechoslovakia in 1950’s and 1960’s, how they affected one another as well as their impact in the flowing decades as they sought freedom from the Soviet Regime.
Objectives: The students will analyze and present different primary sources dealing with the uprisings in Poland, Hungry and Czechoslovakia, describing their content as well as the implications for the suture of these countries
Objectives: The students will analyze and present different primary sources dealing with the uprisings in Poland, Hungry and Czechoslovakia, describing their content as well as the implications for the suture of these countries
California state content and common core standards
State Content:
10.9 Students analyze the international developments in the post–World War II world
5. Describe the uprisings in Poland (1956), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
Common Core:
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
10.9 Students analyze the international developments in the post–World War II world
5. Describe the uprisings in Poland (1956), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
Common Core:
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
lesson introduction
Day 1: The teacher will begin the lesson by showing the students three separate pictures. The teacher will then ask the students to look at the picture and describe what they see. The teacher will then ask the students to engage in a think-pair-share activity, they will be asked to make predictions about who, where, why and what is going on. After the students discuss these questions with their partners the teacher will then call on the groups asking them to share their ideas with the rest of the class.
Day 2: When the students walk in the teacher will ask the students to respond to the question posed to them on the board in their class journals: write three interesting things that you learned yesterday, and explain them in your own words. |
vocabulary
1. Uprising
2. Proletariat
3. Comrade
4. Iron Curtain
2. Proletariat
3. Comrade
4. Iron Curtain
content delivery
Day 1: The lesson will begin with a short presentation on the “Iron Curtain”, which will go over the main points of the uprisings in Poland, Hungary and Czechoslovakia. Then the teacher will explain to the class what they will be doing with the primary sources. The teacher will then model with the class (a whole class exercise lead by the teacher) how to analyze a primary source. The teacher will first hand out the Primary Source Document Analysis Form, the teacher will go over the questions she wants the students to focus on. Then the teacher will pull up a primary source document on the computer/projector and start asking the questions on the form, starting with, who wrote the document, what is the document and when was the document created. As a class the students will answer these questions, the teacher will then move on to more complex questions like what is the significance of the document and so on. After the class has analyzed the document with the teacher they will begin their own analysis of the documents the teacher will provide for them.
Day 2: The teacher will explain again what their poster projects are and what questions (who, what, when, where and most important why) they need to respond to and how they will be presenting their work.
Day 2: The teacher will explain again what their poster projects are and what questions (who, what, when, where and most important why) they need to respond to and how they will be presenting their work.
Student ENGAGEMENT
Day 1:
After the teacher has modeled how to analyze a primary source document, she will put the students into groups, each group will get one of three documents regarding the uprisings in Poland, Hungary and Czechoslovakia. The teacher will then handout copies of the Primary Source Document Analysis Form to each group. The teacher will have the students first read their assigned documents in their entirety, then the students will re-read the document together discussing and answering the questions on the form that they were given. After the students have analyzed their documents the teacher will begin explaining the poster presentation that they will be starting and finishing the next class meeting. Day 2: The students will be given time in their groups to create a poster explain, who, what, when, and why of their document. Each poster must have illustrations describing these points as well. After the students have used the allotted amount of time the teacher will begin having different groups go up and present their posters to the class. After all of the groups have presented the teacher will lead a class discussion based on the different interpretations of the same documents as well as the content behind the documents themselves. |
lesson closure
Day 2: The teacher will have the students write in their class journals, they are to write three to five things that they learned from the lesson and three things that they are unclear on or need more clarification on.
Assessments
Entry Level: The lesson begins with the students analyzing three different pictures, making predictions about what they think is happening. This will allow the teacher to see what kind of prior knowledge the students have regarding the uprisings in these countries.
Progress Monitoring: While the students are working in their groups going over the Primary Source Document Analysis Form the teacher will roam around the classroom listening to different discussions, making sure that the students are grasping the appropriate concepts and guiding them if not.
Progress Monitoring Day 2: The day begins with the students responding to a question about what they had learned in the previous day of class. This will allow the teacher to see what concepts the students have grasped so far and if anything needs to be gone over again before they begin their poster projects.
Summative: The students will create and present posters that deal with the primary sources that they were given. After the presentations they will have a class discussion and write in their exit journals. All of these things will allow the teacher to make sure that the lesson was a success and the students understood all of the material they were supposed to, if not this will inform the teacher of what may need to be re-taught as well as things that she could tweak in her lesson plan for next time.
Progress Monitoring: While the students are working in their groups going over the Primary Source Document Analysis Form the teacher will roam around the classroom listening to different discussions, making sure that the students are grasping the appropriate concepts and guiding them if not.
Progress Monitoring Day 2: The day begins with the students responding to a question about what they had learned in the previous day of class. This will allow the teacher to see what concepts the students have grasped so far and if anything needs to be gone over again before they begin their poster projects.
Summative: The students will create and present posters that deal with the primary sources that they were given. After the presentations they will have a class discussion and write in their exit journals. All of these things will allow the teacher to make sure that the lesson was a success and the students understood all of the material they were supposed to, if not this will inform the teacher of what may need to be re-taught as well as things that she could tweak in her lesson plan for next time.
ACCOMMODATIONS for english learners, striving readers and students with SPECIAL needs
Throughout the lesson there are a variety of accommodations for English Learners, Striving Readers and Students with Special Needs. The use of different kind of media (pictures as well as documents), small strategically paired groups and the modeling done before the students were given their own primary sources will help all of these students.